Zobrazeno 1 - 10
of 48
pro vyhledávání: '"Linda Mannila"'
Publikováno v:
Discover Education, Vol 3, Iss 1, Pp 1-20 (2024)
Abstract As programming emerges as a critical skill in the digital age and digital tools continue to evolve, understanding students’ perspectives on the integration of such technologies into their education is crucial. This empirical study explores
Externí odkaz:
https://doaj.org/article/b5ea127c6a184380a70493ffb8d5aa74
Publikováno v:
Computers and Education Open, Vol 4, Iss , Pp 100132- (2023)
The technological development has raised awareness for the importance of digital competence and computational thinking (CT) to understand the digital world and has resulted in revised curricula in many countries. In Finland, a new curriculum for grad
Externí odkaz:
https://doaj.org/article/9664f9d720d743d6b886f6aa23109ab5
Publikováno v:
Informatics in Education, Vol 20, Iss 4, Pp 583-614 (2021)
Controlling complexity through the use of abstractions is a critical part of problem solving in programming. Thus, becoming proficient with procedural and data abstraction through the use of user-defined functions is important. Properly using functio
Externí odkaz:
https://doaj.org/article/93350abcd72f49339e6766d51b07628e
Publikováno v:
Informatics in Education, Vol 20, Iss 4, Pp 683-715 (2021)
Concurrency is often perceived as difficult by students. One reason for this may be due to the fact that abstractions used in concurrent programs leave more situations undefined compared to sequential programs (e.g., in what order statements are exec
Externí odkaz:
https://doaj.org/article/2236ff68d7144e19a1bbb5a5eb84beaf
Publikováno v:
Education Inquiry, Vol 11, Iss 1, Pp 1-17 (2020)
Teachers around the world have started teaching programming at the K-9 level, some due to the formal introduction of programming in the national curriculum, others without such pressure and on their own initiative. In this study, we attempted to unde
Externí odkaz:
https://doaj.org/article/c61874ff438746ecb6b38df8cd67b01b
Publikováno v:
Informatics in Education, Vol 16, Iss 1, Pp 39-59 (2017)
Although there is no universal agreement that students should learn programming, many countries have reached a consensus on the need to expose K-12 students to Computational Thinking (CT). When, what and how to teach CT in schools are open questions
Externí odkaz:
https://doaj.org/article/8560319fa1ea43e8a9930a5bf125b27a
Publikováno v:
Education Sciences, Vol 11, Iss 2, p 80 (2021)
Digital competence and programming are actively highlighted areas in education worldwide. They are becoming part of curricula all over the world, including the Swedish elementary school curriculum, Children are expected to develop computational think
Externí odkaz:
https://doaj.org/article/3b41c14052c8468fa36f786c97b9bc79
Autor:
Linda Mannila
Publikováno v:
Seminar.net, Vol 14, Iss 2 (2018)
The increased exposure to technology raises a need for understanding how the digital world works, just as we learn about the physical world. As a result, countries all over the world are renewing their school curricula in order to include digital com
Externí odkaz:
https://doaj.org/article/11b0be170f044a8ba188c434a94564c3
Autor:
Mia Heikkilä, Linda Mannila
Publikováno v:
Multimodal Technologies and Interaction, Vol 2, Iss 3, p 42 (2018)
The aim of this article is to broadly elaborate on how programming can be understood as a new teaching scope in preschools, focusing specifically on debugging as one of the phases involved in learning to program. The research question How can debuggi
Externí odkaz:
https://doaj.org/article/c20d8ce571a54710a8cd96064b72404d
Autor:
Linda MANNILA
Publikováno v:
Informatics in Education, Vol 9, Iss 1, Pp 115-132 (2010)
In this paper, we analyze the errors novice students make when developing invariant based programs. In addition to presenting the general error types, we also look at what students have difficulty with when it comes to expressing invariants. The resu
Externí odkaz:
https://doaj.org/article/14ee254ca6a84cc4a323f26566a8fc11